2022秋新教材高中英语Unit5HumansandNatureReview教案北师大版必修第二册

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这是一份2022秋新教材高中英语Unit5HumansandNatureReview教案北师大版必修第二册，共6页。

Unit 5 Humans and Nature

Lesson4 Review

本节课是高中英语第二册Unit 5 Humans and Nature的第四课，课型是复习课，包括了写作、阅读和口语表达，写作课是要求写一份关于应对紧急事件时的说明手册；阅读课有两篇文章，一篇主要向学生们介绍新西兰的概况、地理、动植物以及旅行指南；另一篇主要向学生介绍关于野生动物的电影赏析。口语表达在主要是运用本单元所学词汇、语法表达出人与自然的关系。通过本节课的学习，学生将在英语听、说、读、写综合方面的能力得到提高。

语言技能目标

（1）学生能够借助关键词，在理解文章大意的基础上，找出段落主题句，完成读前问题；

（2）用所学的词汇和语言的对课文进行复述；

（3）学生能够借助已知的关键信息，适当补充辅助信息，写出完整的紧急事件应对手册。

语言知识目标

（1）能够正确运用祈使句表达“能做”和“不能做”。

（2）能正确认知并且运用以下词汇和短语：brochure, shelter, damage, extinct, species, penguin, geographical, volcano, unique, insect, originality, greedy, invasion, inevitable, negative, relevant, quote, shot, film crew, hare等。

文化意识目标

（1）了解如何正确、恰当向他人介绍自己；

（2）了解我国历史文化遗产，增强爱护文化遗产意识。

情感态度目标

对于英美文化与中华文化的相似性以及差异性，进而将两种不同文化结合。积极参与各种英语活动，克服困难，在新环境中进一步树立准确的语言学习观。

重点

（1）如何使用地道、恰当的语言书写紧急情况应对手册；

（2）正确理解并运用表祈使句等句式结构，使得语言通俗易懂，简洁明了；

（3）礼貌进行日常对话。

2. 难点

（1）能用得体的英语书写紧急情况应急手册；

（2）能正确、恰当地使用祈使句等句式结构。

写作课：

教学步骤	教学活动	设计意图	时间
Step-1 Warming Up for Writing	The teacher will give a situation, saying that let students imagine that if there is a type of disaster happening someday, what advice will you give. You are going to write a brochure about surviving a disaster. Discuss with your partner. Which disaster do you want to write about? What advice would you give on surviving it?	任务型活动：课题引入采取代入情景的方式，使学生能更好地融入到写作情景中。锻炼学生材料收集、整理能力，同时也激发同学们热情和参与课堂的积极性。	3分钟
Step-2 Lead-in	This step is to lead the students to know what will be included in a brochure. (1) Read the brochure about surviving an earthquake on P41. Underline what you should do when you’re indoors, outdoors and in a car.	紧扣上一环节的讨论，通过阅读一篇范文，教师引导学生模仿文章书写结构、语言和上下文间的逻辑衔接，以激发学生的兴趣，导入写作课意图。	5分钟
Step-3 Pre-writing	This step is to focus on text structure and language that will be used in brochure. Read the brochure on P41 again. Complete the table on P40. Look at the Sentence Builder. Write a few sentences that you may want to include in your brochure about Dos and Don’ts for surviving a particular disaster.	活动1：该教学过程主要是帮助学生梳理需要表达的要点，再根据要点进行写作。活动2：该教学过程主要是更进一步帮助学生如何将上一步所列的要点进行归纳总结，使之形成一篇叙述连贯的文章。	7分钟
Step-4 While-writing	This step is to instruct students to compose their writing. Use the structure in Activity-3 to prepare an outline for your brochure. Use your outline and the Writing Help to write your first draft.	该教学过程主要帮助学生构思写作大纲，以完成写作目的。活动1：构建写作大纲，主要参考教学过程3中活动3&4的结构；活动2：利用列好的提纲，结合写作帮助中提示的内容书写第一遍，建立好草稿，为下一步教学活动提供帮助。	20分钟
Step-5 Post-writing	Edit your brochure in pairs. Then share what you have written in class.	完成后的草稿，同桌间进行交换批改，主要看事件描述结构，句式结构以及其他用词方面的问题。	10分钟

阅读和口语课（复习）：

教学步骤	教学活动	设计意图	时间
Step-1 Warming Up	Teacher shows the titles of the two passages on the screen and lets students choose which topic they are interested in. Choose the passage that most students are interested in to introduce and the other passage will be left for after-class reading.	任务型活动：课题引入采取图片导入，激发学生积极性和主动思考的能力。并按照大部分学生感兴趣的话题进行教学。如课堂时间有限，余下的文章可作为课后练习。	3分钟
Step-2 Lead-in	(1) If the topic is New Zealand: Teacher will let students say something about New Zealand they know. (2) If the topic is Nature Films: Teacher will let students say some films about the wildlife they know to the whole class.	紧扣上一环节的讨论，教师引导学生从不同方面对文本进行思考，有助于发散思维训练以及更好进行文本阅读。	5分钟
Step-3 Pre-reading	(1) If the topic is New Zealand: Teacher will show some pictures about New Zealand on the screen and ask students if they know something unique about the country. (2) If the topic is Nature Films: Teacher will show a picture about the film Wolf Totem and let students guess why people are interested in this film.	该教学过程主要是帮助学生更好地了解文章内容。通过文章相关配图，能够大致了解文章所讲述的内容，有助于学生把握文章大意和部分细节。	7分钟
Step-4 While-reading	(1) If the topic is New Zealand: ① Read the text and find at least five facts about New Zealand which show its uniqueness. (2) If the topic is Nature Films: ① List the reasons why people enjoy the film Wolf Totem? ② Read TomTom’s second post. Why does TomTom admire the crew’s treatment of the wolves in the film?	该教学过程主要是帮助学生对文章进行深度剖析，通过几个细节问题，让学生学会如何提取、整理有效信息，并建立起文章的整体构架。	20分钟
Step-5 Post-reading	(1) If the topic New Zealand: Find three opinions about New Zealand in the texts. Do you agree with these opinions? What’s your opinion about New Zealand? (2) If the topic is Nature Films: What do you think the writer Jiang Rong wants to say about people and wolves? Choose from the following statements and use evidence from the text to support your choices. People are more dangerous than wolves. People should leave animals alone. People should kill dangerous animals. Wolves are not very dangerous.	该教学过程主要是让学生读完文章后，能够结合实际情况或自身情况对文章进行的更层次的思考，从而帮助学生更好理解文本内容和语言、文化差异。	5分钟
Step-6 Homework	Read the other passage left and do the exercise in the textbook. Use what you have learnt in Unit-5 and talk about how to deal with the relationships with humans and nature, using proper phrases and description, and then write down them.	该过程主要帮助学生总结和运用本单元所有，使学生更好地将理论与实践结合。	5分钟